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AP® Biology from Gene to Protein— a Historical Perspective

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AP® Biology from Gene to Protein— a Historical Perspective Professional Development AP® Biology From Gene to Protein— A Historical Perspective Curriculum Module The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,700 schools, colleges, universities and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,800 colleges through major programs and services in college readiness, college admission, guidance, assessment, financial aid and enrollment. Among its widely recognized programs are the SAT®, the PSAT/NMSQT®, the Advanced Placement Program® (AP®), SpringBoard and ACCUPLACER. The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities and concerns. For further information, visit www.collegeboard.com. The College Board acknowledges all the third party content that has been included in these materials and respects the Intellectual Property rights of others. If we have incorrectly attributed a source or overlooked a publisher, please contact us. Pages 7, 10, 21, 22, and 36: Figures 1–5 from Neil A. Campbell and Jane B. Reece, BIOLOGY, 7/E, © 2005. Reprinted by permission of Pearson Education Inc., Upper Saddle River, New Jersey. Page 56–60: Adapted from pGLO Bacterial Transformation Kit (catalog number 166- 0003EDU), Biotechnology Explorer™ instruction manual, Rev. E. Bio-Rad Laboratories, Life Science Education. 1-800-4-BIORAD (800-424-6723), www.explorer.bio-rad.com © 2010 The College Board. College Board, ACCUPLACER, Advanced Placement Program, AP, AP Central, Pre-AP, SpringBoard and the acorn logo are registered trademarks of the College Board. inspiring minds is a trademark owned by the College Board. PSAT/ NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. Visit the College Board on the Web: www.collegeboard.com. Contents Introduction..........................................................................................1 Prerequisite Knowledge....................................................................... 3 Lesson 1: Protein vs. DNA................................................................... 5 Lesson 2: The Watson and Crick Model of DNA................................ 15 Lesson 3: Replication of DNA............................................................ 19 Lesson 4: Transcription—DNA→RNA................................................ 29 Lesson 5: Translation—DNA→RNA→Protein..................................... 33 Lesson 6: Gene Regulation—the Operon Model................................41 Alignment with AP® Exam Questions............................................... 45 Appendixes.........................................................................................47 About the Contributors...................................................................... 65 Introduction Julianne.M..Zedalis The.Bishop’s.School La.Jolla,.California Jamie.A.S..Kelso The.Bishop’s.School La.Jolla,.California A “Big Idea” in biology is that living systems store, retrieve, transmit, and respond to information critical to life processes. Heritable information provides for continuity of life, and the storage and transfer of this information are necessary for life to continue. In most cases, this information is passed from parent to offspring via deoxyribonucleic acid, or DNA. This double-stranded molecule provides a simple and elegant solution for the transmission of heritable information: By using each strand as a template, existing information can be preserved and duplicated with high fidelity. For information in DNA to direct cellular processes, it must be transcribed (DNA→RNA) and translated (RNA→ polypeptide). The protein products determine the metabolism and thus the cellular activities and phenotypes upon which evolution operates. Although all cells of an organism contain the same complement of DNA, some genes are continually expressed, whereas expression of others is regulated to allow more efficient energy utilization and increased metabolic fitness for the organism. Gene expression is controlled by environmental signals and developmental cascades that involve both regulatory and structural genes. But how do we know what we know? What scientific evidence supports the claim that DNA is the molecule of heredity? What key experiments allowed scientists to conclude that DNA is able to store, retrieve, and transmit information necessary for living systems? Why do changes in genotype result in changes in phenotype? Why do gene regulatory mechanisms in bacteria provide useful tools for modeling control systems in eukaryotes? This Curriculum Module asks students to explore these questions and many more as they trace the pathway from gene to protein from a historical perspective. 1 A Curriculum Module for AP Biology This Curriculum Module begins with students drawing their own conclusions from the experiments of Frederick Griffith and those of Alfred Hershey and Martha Chase that identify the source of genetic information. Next, students read an original article describing the proposed model of the structure of DNA by James Watson and Francis Crick, which was published in Nature; the students then construct their own model through a formative assessment. Students extract DNA from living cells and make observations about its chemical makeup. Using data gleaned from experiments by Mathew Meselson and Franklin Stahl, students will create visual representations that describe the process of DNA replication. They build on the “one gene–one polypeptide” concept to model transcription and translation and also use biotechnology to induce a new phenotype in bacteria. Finally, students will examine the lac and trp models of regulation of gene expression in bacteria to model control systems in eukaryotes. The authors chose the information and approach based on the organizing principles of Big Ideas and Enduring Understandings that provide depth of study. Peppered among the instructional strategies are activities designed to help students answer the question, “How do we know what we know about DNA?” with “This is why we know what we know.” Each learning environment is different. Each school has its own mix of students with different abilities and interests. Each classroom is different, even among AP® Biology courses with common and required elements of content and skill. In all cases, students learn best by doing. The lessons presented in this module are intended to be used as strategies or guides, and each teacher should tap into his or her own expertise to make the content rich, engaging, challenging, relevant, and unique within the curriculum and cognitive frameworks. The instructional activities are examples of how teachers can engage students by accommodating their different learning styles, knowledge bases, and abilities and, at the same time, provide depth of content and skills. All activities are inquiry based and serve to make the course less teacher focused and more student driven. Sample AP Biology Exam questions pertaining to the module are also included. 2 Prerequisite Knowledge Biochemistry Understanding biological processes at the molecular level allows students to study biology at a deeper, more conceptual level. The relationship between structure and function (a key theme in biology) begins at the molecular level. Carbon-based molecules—carbohydrates, lipids, proteins, and nucleic acid—make up the bulk of organic matter essential to living systems. The structure and function of polypeptides, especially enzymes, should be reviewed in some inquiry-based manner (e.g., teacher-provided questions or student- generated visual representations) because the processes of DNA replication, transcription, and translation are enzyme catalyzed. Additionally, enzymes and proteins also play important roles in gene regulation. In this Curriculum Module, the study of the chemical makeup of DNA precedes the study of how it works. Energy and Metabolism The nature of the transfer of energy in living systems is a fundamental theme in Advanced Placement® study. For example, the concept of energy coupling of catabolic (exothermic) and anabolic (endothermic) processes—as well as the role of nucleoside triphosphates, such as ATP and GTP—allows students to explore DNA beyond Watson and Crick. The role that these processes play should be relatively familiar to students if teachers follow a sequence put forth by information in their textbook, but the processes should be reviewed through an examination of diagrams such as ATP recycling and coupling of reactions. This foundation will allow students to appreciate the anabolic processes of DNA synthesis (replication), transcription, and translation. It is strongly suggested that students perform AP LAB 2: Enzyme Catalysis in the AP Lab Manual. 3 A Curriculum Module for AP Biology Mitosis In eukaryotic organisms, heritable information is packaged into chromosomes that are passed from one generation of cells to the next. Mitosis provides a mechanism that ensures each daughter cell receives an identical and complete set of chromosomes; thus, mitosis ensures fidelity in the transmission of heritable information. Additionally, mitosis allows for asexual reproduction of organisms in which progeny are genetically identical to the parental cell. Since chromosomes duplicate in mitosis,
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